SUPPLEMENT  TO 


\\  5*\>juu~V"  C* 

VM8/IS 

^t’tHE  HARVARD  ALUMNI  BULLETIN 


Volume  XXII  Thursday,  January  22,  1920  Number  17 


PRESIDENT  LOWELL’S 
REPORT 

FOR  1918-19 


PUBLISHED  FOR  THE  HARVARD  ALUMNI  ASSOCIATION  BY  THE 
HARVARD  BULLETIN.  INCORPORATED,  BOSTON.  MASS. 


PRESIDENT  S REPORT 

1918-19 


To  the  Board  of  Overseers  : — 

The  President  of  the  University  has  the  honor  to  submit 
the  following  report  for  the  year  1918-19: 

The  last  annual  report  covered  the  period  through  the 
armistice  and  the  demobilization  of  the  Students’  Army 
Training  Corps.  This  one  deals  with  the  return  to  normal 
conditions.  But  first  it  may  be  interesting  to  insert  here  a 
few  statistics,  compiled  to  December  5,  1919,  relating  to  the 
Harvard  men  who  served  in  the  war;  and  in  this  list  are 
included  all  men  at  any  time  registered  in  any  department 


of  the  University: 

Enrolled  in  the  military  forces : * 

In  the  Army  of  the  United  States 7,056 

In  the  Navy  of  the  United  States 1,636 

In  the  armed  forces  of  the  Allies  f 317  9,009 

In  the  Ambulance  J .........  118 

Engaged  in  war  work  as  civilians  4,248  13,375 

Number  commissioned  as  officers  6,565 

Percent  of  those  in  the  military  services  who  ob- 
tained commissions  72.8 

Number  of  distinctions  won 602 

Number  who  died  in  active  service  or  as  a result  of 

such  service 322 

Number  who  died  in  ambulance  or  civil  service  ....  23  345 


In  accordance  with  the  request  of  the  Board  of  Overseers 
the  Faculty  of  Arts  and  Sciences  recommended  and  the 

* This  does  not  include  the  Students’  Army  Training  Corps, 
f Forty-six  others  served  in  the  forces  of  the  Allies,  but  afterwards  entered 
the  Army  or  Navy  of  the  United  States  and  are  classified  therewith. 

t Three  hundred  and  seventy-seven  other  men  in  the  Ambulance  afterwards 
went  into  the  military  services  and  are  classified  therewith. 


l 


2 


THE  POLICE  STRIKE 


Corporation  voted  to  confer  degrees  of  Bachelor  of  Arts  and 
of  Science  for  honorable  service  in  the  war  on  undergraduates 
who  should  have  completed  three-fourths  of*  the  require- 
ments for  those  degrees,  and  who,  owing  to  military  service, 
have  been  unable  to  complete  the  entire  course.  Three 
hundred  and  twenty-one  such  degrees  were  conferred  at 
Commencement,  and  the  list  of  those  entitled  to  them  is  not 
yet  filled.  Forty-one  students  who  were  entitled  to  them 
have  preferred  to  return  and  finish  their  course,  while  eleven 
of  those  who  actually  received  them  have  nevertheless  come 
back  to  college. 

The  return  of  the  soldiers  was  made  easier  by  beginning 
courses  of  instruction  afresh  in  January  and  April  and  by  a 
summer  session  of  eleven  weeks,  or,  strictly  speaking,  by  two 
successive  short  sessions  of  six  weeks  and  five  weeks.  In  the 
first  of  these  there  were  registered  four  hundred  and  thirty- 
five,  in  the  second  three  hundred  and  thirty-four,  under- 
graduates; and  in  each  session  thirty-four  graduate  students. 
Thus  many  men  had  an  opportunity  to  make  up  work  they 
had  lost  by  absence  in  the  war,  when  without  it  they  might 
have  been  discouraged  from  returning.  Their  presence  here 
enabled  them  to  render  a further  service  to  the  community. 
In  the  last  week  of  the  second  session  occurred  the  strike  of 
the  Boston  police,  and  the  suggestion  was  made  that  the 
students  at  the  University  might  aid  in  maintaining  order  if 
the  disturbance  became  so  serious  as  to  require  action  by  the 
authorities  of  the  State.  On  the  day  of  the  strike,  therefore, 
the  following  notice  was  issued: 

In  accordance  with  its  tradition  of  public  service  the  University  desires 
in  a time  of  crisis  to  help  in  any  way  that  it  can  to  maintain  order  and 
support  the  laws  of  the  Commonwealth.  I therefore  urge  all  students  who 
can  do  so  to  prepare  themselves  for  such  service  as  the  Governor  of  the 
Commonwealth  may  call  upon  them  to  render. 

A.  Lawrence  Lowell. 

Governor  Coolidge  immediately  requested  our  students  to 
report  for  service,  and,  in  addition  to  those  who  volunteered 
without  notifying  us,  we  have  records  of  one  hundred  and 
forty-four  undergraduates  who  enlisted  as  special  police  or  in 
the  State  Guard.  They  were  assured  by  the  College  that 


MILITARY  TRAINING 


3 


they  would  not  be  made  to  suffer  in  academic  standing  from 
their  absence?  and  although  the  duration  of  their  service  has 
been  longer  than  was  expected,  everything  possible  has  been 
done  to  carry  this  out.  It  is  a pleasure  to  acknowledge  the 
courtesy  of  the  military  and  police  officers  in  arranging  their 
hours  of  duty  to  interfere  as  little  as  possible  with  college 
classes. 

In  connection  with  the  war  and  its  aftermath,  it  may  be 
appropriate  to  say  a word  here  about  the  present  condition 
of  military  training.  In  the  spring  the  War  Department  sent 
to  Harvard  an  excellent  officer,  Col.  Robert  C.  F.  Goetz,  to 
organize  an  artillery  unit  of  the  Reserve  Officers’  Training 
Corps;  and  later  it  sent  several  guns  of  different  caliber,  and 
a number  of  horses  which  are  kept  at  the  Commonwealth 
Armory  across  the  river.  Col.  Goetz  planned  a course  in 
harmony  with  our  system  of  instruction,  and  in  accord  with 
the  idea  that  a student  who  is  to  become  a reserve  officer 
should  have  a thorough  grounding  in  the  principles  of  the  art 
of  war.  The  times  are  not  propitious  for  a military  unit,  and 
it  was  perfectly  clear  that  a beginning  could  not  be  made 
before  the  opening  of  the  new  college  year.  The  men  who 
have  returned  from  active  service,  and  even  those  who  were 
in  the  Students’  Army  Training  Corps,  are  as  a rule  weary 
of  military  training,  and  they  include  practically  every  able- 
bodied  man  except  in  the  entering  class,  while  Freshmen  are 
not  eager  to  follow  unless  upper-classmen  lead  the  way.  In 
spite  of  this,  the  new  artillery  unit  has  started  with  one 
hundred  and  twenty  members  — a distinctly  satisfactory 
result  under  the  circumstances,  and  one  that  promises  a good 
enrolment  in  the  future. 

Although  the  summer  sessions  enabled  many  students  to 
return  to  their  regular  work,  the  University  did  not  assume 
its  normal  condition  until  the  opening  of  the  new  academic 
year  at  the  end  of  September,  1919.  In  the  college  the  total 
number  of  students  is  much  the  same  as  before  the  war,  that 
is  about  twenty-five  hundred;  but  they  are  somewhat  dif- 
ferently distributed.  The  number  of  unclassified  students, 
who  have  previously  spent  a year  in  another  college,  is  greater 
by  nearly  a hundred,  while  that  of  the  Freshmen  is  smaller 


4 


ADMISSION  EXAMINATIONS 


by  about  the  same  figure.  This  last  diminution  may  be  ex- 
plained in  part  by  an  inferior  preparation  of  the  candidates 
for  admission,  due  to  the  war  and  showing  itself  most  in  the 
case  of  the  colleges  maintaining  the  highest  requirements  for 
entrance.  Nevertheless,  it  is  probable  that  the  examinations 
for  admission  are  themselves  not  as  accurate  a test  as  they 
ought  to  be.  At  those  held  in  June,  when  by  far  the  greater 
number  of  our  students  are  admitted,  the  examination  papers 
are  prepared,  and  the  books  under  the  old  plan  are  read  and 
marked,  by  the  College  Entrance  Examination  Board,  a 
body  composed  of  representatives  both  of  the  colleges  and  of 
secondary  schools.  Such  a board  would  seem  singularly 
qualified  to  judge  the  work  done  at  school  as  a preparation 
for  college  studies;  and  its  marks  are  now  accepted  for  ad- 
mission to  Harvard,  sixty  percent  being  the  passing  grade. 
But  an  examination  of  the  grading  for  a number  of  years 
shows  a strange  irregularity.  The  percentage  among  all  the 
candidates  at  the  Board  examinations  who  obtained  a mark 
of  sixty  or  more  in  certain  subjects  is  as  follows:* 


1914 

1915 

1916 

1917 

1918 

1919 

Number  of 
candidates 
1919 

American  History  .... 

32.7 

27.9 

21.0 

50.4 

38.6 

34.4 

1,803 

Intermediate  French  . . 

47.7 

65.5 

73.2 

42.3 

54.6 

60.7 

1,906 

Elementary  Algebra  . . 

44.1 

43.6 

38.2 

63.3 

74.7 

38.7 

4,181 

Advanced  Algebra 

66.4 

46.0 

38.2 

74.3 

65.5 

50.8 

520 

Plane  Geometry 

40.8 

57.6 

38.0 

60.6 

55.6 

35.5 

4,442 

Solid  Geometry  

75.8 

43.7 

26.1 

51.2 

58.3 

53.0 

1,230 

These  are,  of  course,  among  the  subjects  in  which  the 
widest  variation  took  place,  and  that  variation  is  certainly 
very  great.  It  may  be  observed  that  in  almost  every  one  of 
these  subjects  the  proportion  obtaining  a grade  of  sixty  per- 
cent is  nearly  twice  as  large  in  one  year  as  in  another.  The 
war  may  have  had  some  effect  on  the  preparation  of  the  boys, 
but  it  is  far  from  explaining  the  variations,  for  on  the  whole 

* In  1919  Board  Examinations  were  taken  for  the  first  time  by  candidates 
for  certain  women’s  colleges,  but  as  they  took  only  the  comprehensive  examina- 
tions they  are  not  included  in  the  figures  given  above. 


IRREGULAR  GRADING 


5 


the  lowest  marks  came  in  1916  and  the  highest  in  1917; 
while  the  years  in  which  the  lowest  percentage  was  obtained 
are  not  the  same  in  all  the  subjects,  and  this  is  true  also  of 
the  highest  percentage.  If  the  number  of  candidates  were 
small,  wide  variations  might  be  due  to  accidental  differences 
in  their  proficiency,  but  these  are  all  subjects  commonly 
offered,  and  the  number  of  candidates  shown  in  the  final 
column  is  far  too  large  to  be  affected  by  personal  variations. 
Clearly  there  have  been  from  year  to  year  changes  of  stand- 
ard. Such  changes  are  not  easily  eliminated,  and  they  were 
found  in  our  own  examinations  before  we  accepted  those  of 
the  Board.  Nevertheless,  they  ought  to  be  avoided  so  far  as 
possible,  for  to  apply  a different  measure  in  successive  years 
is  unfair  to  the  boy,  disconcerting  to  the  school  and  unde- 
sirable for  the  college.  If  the  standard  is  found  to  be  too  low 
or  too  high,  it  should  be  changed  gradually  and  deliberately, 
with  due  notice  to  everyone  interested. 

The  difficulty  seems  to  be  that  the  books  are  graded 
mechanically  by  the  readers,  so  much  for  each  question,  while 
the  passing  mark  is  fixed  no  less  mechanically  by  the  college. 
A painstaking  effort  is  made  to  prepare  examination  papers 
of  equal  difficulty  each  year,  but  no  two  papers  ever  are 
exactly  equal  in  difficulty.  There  ought,  in  fact,  to  be  no 
hard  or  easy  examinations.  A hard  paper  should  be  marked 
leniently  and  an  easy  paper  severely,  so  that  an  even  stand- 
ard may  be  maintained.  The  proficiency  of  a large  number 
of  school  boys  is  more  nearly  constant  year  by  year  than  any 
series  of  examination  papers  can  be.  Hence  the  nearest 
measure  of  equality  in  the  examinations  is  the  relative  success 
of  the  candidates  in  passing  them,  and  this  should  be  a guide 
and  check  to  the  examiners.  Not  that  a fixed  proportion 
should  receive  certain  grades  each  year.  That  again  would 
be  mechanical  and  injurious;  but  the  Board,  when  it  finds 
that  the  proportion  of  high  or  low  grades  varies  much  from 
the  normal,  should  take  this  into  account  as  a reason  for 
presuming  that  the  standard  of  measurement,  from  the  vary- 
ing difficulty  of  the  examination  papers  or  for  other  reasons, 
was  inaccurate,  and  should  re-grade  the  books  with  that  in 
view.  If  such  a course  is  impracticable,  then  the  colleges 


6 


EXPERT  AND  CITIZEN 


should  receive  with  the  marks  a statement  of  the  percentage 
of  candidates  obtaining  certain  grades  so  that  they  may  reg- 
ulate their  passing  mark  accordingly.  The  object  of  entrance 
examinations  is  to  furnish  an  important  part  of  the  informa- 
tion needed  to  determine  whether  the  candidate  is  qualified 
to  undertake  the  work  of  the  college,  and  if  they  are  not  an 
accurate  measure  for  that  purpose  they  are  defective. 

In  this  matter,  as  in  many  others  connected  with  higher 
education,  we  need  the  light  of  far  more  statistical  knowledge 
than  we  now  possess.  It  is  not  often  that  an  opportunity  is 
presented  of  finding  out  how  well  the  rejected  men  would 
have  done  in  college  if  they  had  been  admitted.  But  such  a 
chance  was  virtually  presented  last  year,  because  in  com- 
pliance with  the  request  of  the  War  Department  a large 
number  of  young  men  were  admitted  to  the  Students’  Army 
Training  Corps  who  had  not  completed  their  high-school 
work,  and  could  not  have  passed  the  entrance  examinations* 
When  the  Training  Corps  was  abolished  they  were  allowed  to 
remain  in  college  as  unclassified  students  taking  the  regular 
courses  of  instruction.  Eighty-five  of  them  did  so  and  stayed 
throughout  the  year.  These  were  presumably  more  inclined 
to  study  and  better  scholars  on  the  whole  than  the  rest  of 
their  comrades  who  did  not  take  advantage  of  the  oppor- 
tunity; but  the  marks  they  obtained  were  distinctly  inferior 
to  those  of  the  average  Freshman. 

The  war  has  shown  the  necessity  of  expert  knowledge  and 
therefore  of  specialized  training  when  a people  is  called  upon 
to  put  forth  its  utmost  effort;  but  it  has  shown  also  the  value 
of  general  education.  The  excellence  of  college-bred  men  as 
material  for  military  officers,  their  adaptability  and  resource- 
fulness, has  been  widely  recognized  in  the  army.  The  same 
qualities  are  not  less  important  in  peace  than  in  war.  One  of 
the  principal  functions  of  our  colleges  is  to  give  a broad  prep- 
aration for  citizenship.  The  expert  with  a high  degree  of 
special  training  is  a necessity  in  every  modern  country,  and 
perhaps  he  was  sufficient  for  a state  autocratically  ruled;  but 
under  a free  government  the  large-minded  citizen  also  is 
essential.  For  this  purpose  education  in  the  immediate  prob- 
lems of  the  day,  political,  civic,  social,  and  aesthetic,  is  often 


TRAINING  FOR  THE  UNKNOWN 


7 


urged;  but  it  is  not  enough,  because  the  problems  that  in  later 
life  will  confront  the  youth  of  today  will  not  be  altogether 
those  of  the  present  hour.  He  must  be  prepared  to  solve  the 
problems  of  the  future,  and  these  are  as  little  known  and 
foreseen  by  us  as  the  questions  now  pressing  were  by  our 
fathers,  or  theirs  by  an  earlier  generation.  With  that  object 
before  us  we  must  lay  a foundation  large  and  solid.  We 
must  train  our  students  to  think  clearly;  to  see  facts  as  they 
are;  to  be  broad  and  tolerant  from  the  study  of  past  expe- 
rience, profound  from  communion  with  the  thoughts  of  great 
men,  and  thereby  to  distinguish  the  superficial  or  ephemeral 
from  the  fundamental  and  enduring.  This  is  the  true  mean- 
ing of  the  humanities,  — the  study  of  what  man  has  thought 
and  done,  not  excluding  what  he  is  thinking  and  doing  at  the 
present  time. 

Much  has  been  said  in  previous  reports  about  the  impor- 
tance of  treating  the  student  as  the  unit  in  education,  as  the 
real  object  to  be  considered,  in  short  as  an  end  in  himself; 
and  the  danger  has  been  pointed  out  of  paying  too  exclusive 
attention  to  the  single  course  of  instruction,  which  is  in  fact 
a means,  not  an  end.  In  the  last  report  it  was  stated  that  the 
Faculty  of  Arts  and  Sciences  had  with  that  object  appointed 
a committee  to  consider  what  extension,  if  any,  could  be 
profitably  given  to  the  principle  of  a general  final  examina- 
tion in  the  undergraduate’s  field  of  concentration.  The 
committee  reported  and  the  Faculty  in  April  voted  that 
these  examinations  should  “be  established  for  all  students 
concentrating  in  Divisions  or  under  Committees  which 
signify  their  willingness  to  try  such  examinations  ” and  that 
they  “be  employed  for  the  members  of  the  present  Freshman 
class.”  In  fact,  all  the  divisions  under  the  Faculty,  except 
those  dealing  with  mathematics  and  the  natural  sciences, 
have  voted  to  make  the  experiment.  The  distinction  be- 
tween the  scientific  fields  and  others  is  not  irrational,  because 
in  the  study  of  the  sciences  a student  cannot  pursue  an 
advanced  course  without  constant  use  of  the  knowledge  he 
has  obtained  in  his  earlier  work,  and  an  examination  on  his 
final  courses  is  a test  of  his  command  of  all  that  has  gone 
before. 


8 


THE  GENERAL  EXAMINATION 


The  adoption  of  a comprehensive  final  examination  in  the 
student’s  main  field  of  work  has  attracted  wide  attention, 
and  would  seem  to  be  a notable  advance  in  American  educa- 
tional methods.  It  is  not,  like  the  final  examinations  formerly 
held  in  our  schools  and  colleges,  a mere  review  of  what  he 
has  been  taught.  That  had  its  merits  and  defects;  but  was 
simply  an  attempt  to  make  sure  that  the  pupil  had  not  for- 
gotten what  he  had  learned.  The  object  of  this  examination 
is  different,  for  it  is  designed  to  include  much  that  has  not 
been  covered  in  class.  It  is  a general  examination  on  the 
subject,  and  the  student  must  read  for  himself  what  his 
courses  have  not  touched.  The  aim  is  to  fasten  his  attention 
on  the  subject  as  a whole,  rather  than  on  isolated  fragments 
of  it ; to  lead  him  to  coordinate  the  information  he  obtains, 
whether  from  his  courses  or  elsewhere;  to  master  the  subject 
and  make  it  his  own;  and  to  impress  upon  him  the  respon- 
sibility for  his  own  education,  for  real  value  belongs  only  to 
self-education,  acquired  by  personal  effort.  Teachers  can 
help  a man  to  obtain  it,  but  cannot  stuff  it  into  him  ready- 
made. 

In  connection  with  the  general  examination  on  the  field 
of  concentration  a change  was  adopted  in  the  requirements 
for  distribution.  As  at  first  established  this  required  that 
six  courses  should  be  taken  in  subjects  remote  from  the  main 
field  of  study,  and  the  courses  were  divided  for  the  purpose 
into  four  groups.  But  the  grouping  proved  in  practice  some- 
what artificial,  and  led  to  difficulties  without  wholly  ac- 
complishing its  object.  Moreover,  there  was  a difference  of 
opinion  about  the  number  of  courses  that  ought  to  be  re- 
quired in  this  way.  .The  conclusion  now  reached  is  based 
upon  the  principle  that  no  man  ought  to  be  given  a degree, 
certifying  a liberal  education,  who  has  not  in  college  read 
some  good  literature,  and  learned  something  of  history,  of 
the  conceptions  of  modern  science  and  of  the  methods  of 
abstract  thought.  The  regulation  adopted  provides  there- 
fore that  every  student  must  take  at  least  one  course  in 
literature,  one  in  history,  one  in  science,  and  one  in  mathe- 
matics or  philosophy. 


PHYSICAL  TRAINING 


9 


The  departure  from  the  unrestricted  elective  system,  by 
rules  for  the  distribution  and  concentration  of  studies,  and 
for  a general  examination  upon  the  latter,  rests  upon  the 
principle  that  the  duty  of  the  college  to  its  undergraduates 
is  not  confined  to  offering  them  an  opportunity  for  self-im- 
provement which  they  may  take,  neglect  or  use  in  any  way 
they  please;  but  involves  a responsibility  for  encouraging 
the  students  to  take  advantage  of  that  opportunity,  and  for 
developing  so  far  as  possible  their  capacity  for  a useful  and 
fruitful  life.  Another  step,  based  upon  the  same  principle, 
but  applied  to  the  physical  condition  of  the  students,  was 
taken  at  the  instance  of  the  Board  of  Overseers.  The  Board 
requested  the  Faculty  of  Arts  and  Sciences  to  consider  the 
expediency  of  requiring  physical  training  of  all  Freshmen. 
The  Committee  on  the  Regulation  of  Athletic  Sports  there- 
upon reported  a plan  for  the  purpose,  which  was  unanimously 
approved  by  the  Faculty,  and  has  been  put  into  effect  for  the 
Freshmen  entering  in  September,  1919.  It  starts  with  the 
assumption  that  the  best  forms  of  exercise  for  young  men  are 
competitive  sports,  and  preferably  those  which  can  be  kept 
up  after  leaving  college.  Unless  physically  defective,  a Fresh- 
man, however  awkward,  is  urged  to  play  games  with  class- 
mates equally  clumsy;  mere  gymnastics  being  required  only 
as  a last  resort.  Calisthenics  are  a weariness  to  the  flesh 
without  enjoyment,  whereas  it  is  believed  that  after  a man, 
unused  to  violent  exercise,  has  learned  to  play  a game  with 
pleasure  in  his  Freshman  year,  he  will  continue  it  of  his  own 
accord.  The  student  is  allowed  to  choose  his  own  sport;  but 
is  supervised  to  ensure  that  he  actually  takes  part  in  it  to  the 
extent  required;  and,  of  course,  organized  college  athletics 
fulfil  the  requirement.  To  carry  out  the  plan  Dr.  Roger  I. 
Lee,  the  Professor  of  Hygiene,  has  the  assistance  of  Mr.  Wil- 
liam H.  Geer,  Director  of  Physical  Education,  with  a corps 
of  subordinates;  and  a temporary  building  for  winter  sports 
is  now  being  erected  near  the  Freshman  Halls. 

The  annual  report  of  two  years  ago  contained  a paragraph 
upon  the  moral  influence  that  can  be  brought  to  bear  on 
undergraduates,  and  the  means  of  exerting  it.  The  subject 
is  surely  important  enough  to  merit  further  consideration 


10 


THE  NEED  OF  DORMITORIES 


with  a view  of  suggesting  one  line  of  practical  approach. 
College  students  can  be  made  to  feel  the  necessity  of  pre- 
cision and  industry  by  a high  standard  of  attendance  and 
achievement,  or  they  can  be  allowed  to  contract  habits  of 
carelessness  and  slothfulness  by  laxity  of  requirement;  but 
their  characters  cannot  be  formed  by  disciplinary  regula- 
tions, because  the  object  sought  is  not  instinctive  obedience 
to  rules,  but  self-discipline,  self-control,  and  self-direction. 
They  can,  however,  be  profoundly  influenced  in  these  mat- 
ters, either  directly  by  personal  contact,  or  indirectly  by  the 
creation  of  good  traditions.  Direct  personal  contact  of  an 
intimate  character  is  not  possible  with  a large  number  of 
students  enjoying  the  freedom  of  college  life.  A few  can  thus 
be  reached,  but  unless  they  affect  the  rest  the  influence  can- 
not extend  very  far  and  seriously  permeate  the  whole  body. 
To  influence  a large  number  of  men  they  must  form  a com- 
munity, with  common  sentiments,  aspirations,  and  interests. 
In  short,  they  must  have  a strong  consciousness  of  being 
bound  together  by  common  ties.  They  must  have  esprit  de 
corps.  The  fact  that  this  exists  to  no  small  degree  among 
college  men  was  observed  by  officers  of  the  Reserve  Officers’ 
Training  Corps,  who  remarked  that  one  of  the  first  efforts  in 
forming  any  military  unit  was  to  create  in  it  such  a spirit, 
but  that  in  the  college  they  found  it  already  developed.  In- 
tercollegiate sports  have  had  a considerable  effect  in  produc- 
ing it;  but  the  community  spirit  they  have  fostered  has  been 
little  used  as  a means  of  influencing  the  student  body  in  other 
ways;  nor  is  it  sufficiently  continuous  or  pervasive  to  be  a 
basis  for  affecting  the  personal  characters  and  standards  of 
the  great  mass  of  undergraduates.  In  order  to  weld  the 
students  into  a closely  bound  community,  with  traditions 
strong  enough  for  permanent  moral  effect,  it  is  highly  im- 
portant that  they  should  be  housed  in  college  halls,  with  an 
opportunity,  at  least,  to  take  their  meals  together.  Under 
such  conditions  a strong  influence  can  be  brought  to  bear 
upon  the  natural  leaders,  and  through  them  upon  the  whole 
body.  If  wisely  and  sympathetically  used  it  can  do  much 
good;  and  that  without  in  any  degree  making  the  students 
all  alike  or  reducing  their  individuality.  Both  the  Athenians 


THE  SCHOOL  OF  ENGINEERING 


11 


and  the  Florentines  had  a remarkably  strong  community 
feeling,  but  they  certainly  did  not  suffer  from  uniformity. 
At  Harvard  we  believe  that  compulsion  should  be  as  small 
as  possible,  and  there  is  no  suggestion  of  extending  it  in  the 
matter  of  residence  beyond  the  Freshman  year;  but  it  would 
be  a great  benefit  to  have  sufficient  college  dormitories  so 
ordered  as  to  attract  the  rest  of  the  undergraduates.  Private 
dormitories,  maintained  for  profit,  do  not  accomplish  the 
result,  for  they  inevitably  seek  to  gather  those  men  who  can 
pay  a fair  rent,  and  hence  tend  to  segregate  the  students  on 
the  basis  of  wealth.  In  the  professional  schools  university 
dormitories  are  not  so  essential,  because  the  students  are 
more  mature,  their  characters  and  standards  nearly  formed; 
yet  even  in  this  case  provisions  for  housing  them  have  great 
advantages. 

Turning  to  the  professional  schools,  the  first  to  demand 
attention  is  that  of  Engineering.  In  the  last  report  was 
printed  the  plan  for  such  a school,  adopted  by  the  Governing 
Boards;  and  the  statement  was  made  that,  while  the  deci- 
sion of  the  Supreme  Judicial  Court  of  the  Commonwealth 
did  not  exclude  all  possible  cooperation  with  another  in- 
stitution, the  opinion  of  the  Court  seemed  to  require  the 
instruction  to  be  directed  by  a Faculty  appointed  and  con- 
trolled by  Harvard  University.  At  that  time  negotiations 
looking  to  cooperation  were  proceeding  with  the  Massa- 
chusetts Institute  of  Technology.  It  was  found,  however, 
impossible  to  reach  any  agreement  mutually  satisfactory  on 
the  basis  of  a separate  Harvard  Faculty,  and  therefore  our 
School  of  Engineering  has  been  opened  without  any  con- 
nection of  this  kind.  Although  we  may  regret  that  a close 
cooperation  for  mutual  benefit  and  the  public  interest  has 
proved  impracticable,  it  is  a satisfaction  that  the  effort  was 
earnestly  and  persistently  made. 

In  accordance  with  the  plan  adopted,  the  Harvard  En- 
gineering School  — after  giving  instruction  during  the  sum- 
mer to  a few  men  qualified  for  second  and  third-year  work  — 
was  fully  opened  at  the  end  of  September,  1919.  The  aim 
of  the  School,  as  embodied  in  its  curriculum,  is  to  lay  special 


12  THE  SCHOOL  OF  ENGINEERING 

stress  upon  thorough  grounding  in  the  fundamental  subjects 
on  which  all  engineering  is  based,  rather  than  to  teach  a little 
about  many  forms  of  application.  Here  again,  as  already  ob- 
served in  discussing  training  for  citizenship,  the  problems 
which  the  student  will  be  called  upon  to  solve  in  practice 
cannot  now  be  wholly  foreseen,  and  hence  the  aim  will  be  to 
give  him  such  an  understanding  of  those  presented  in  the 
School  that  he  will  be  able  to  apply  the  principles  he  has 
learned  to  the  new  problems  he  will  meet  in  his  future  work. 
The  preamble  to  the  plan  adopted  by  the  Governing  Boards 
set  forth  the  importance  of  making  use  of  the  courses  in  Har- 
vard College  so  far  as  is  consistent  with  the  curriculum  of 
the  School;  and  in  fact  the  fundamental  sciences,  such  as 
mathematics,  physics,  and  chemistry,  are  fully  taught  in  the 
College.  The  courses  in  these  subjects  in  the  first  and  second 
years  are,  therefore,  with  minor  exceptions  those  offered  in 
Harvard  College;  the  third  and  fourth  years  being  mainly 
devoted  to  technical  subjects  treated  only  in  the  School.  It 
may  be  observed  also  that  the  requirements  for  admission  to 
the  College  and  the  School  are  identical.  All  this  has  the 
advantage  that  a student  passing  the  entrance  examinations 
for  the  College  is  not  obliged  to  decide  at  once  whether  or 
not  he  will  be  registered  in  the  School,  for  if  he  takes  the 
necessary  courses  in  science,  he  can  transfer  from  the  College 
to  the  School  at  the  end  of  his  Freshman  or  Sophomore  year. 
The  regular  first-year  students  in  the  School  are,  indeed,  ex- 
pected to  live  in  the  Freshman  Halls,  and  are  treated  as 
Freshmen,  except  that  being  registered  in  the  School  they 
must  take  such  courses  as  are  prescribed  by  its  Faculty.  In 
most  of  the  departments  of  the  School  these  courses  do  not 
occupy  the  student’s  whole  time,  and  he  is  required  in  each  of 
the  first  three  years  to  elect  one  more  course,  which  may  be 
either  a technical  course  given  in  the  School  or  one  chosen 
from  the  wide  list  of  subjects  offered  in  the  College.  The 
School  also  provides  advanced  instruction  for  graduates 
ambitious  to  proceed  to  the  master’s  or  doctor’s  degree. 

The  School  of  Engineering  has  returned  to  its  old  quarters 
in  Pierce  Hall  and  the  Rotch  Building.  A large  drill  shed, 


THE  LAW  SCHOOL 


13 


built  for  the  Radio  School,  has  also  been  bought,  and  here  the 
machinery  needed  for  a laboratory  of  mechanical  engineering 
has  been  installed.  The  number  of  students  registered  in  the 
School  in  the  autumn  of  1919  is  as  follows: 


Doing  first  year  work 27 

“ second  “ 33 

“ third  “ “ 37 

“ fourth  “ « 19 

“ fifth  “ “ 8 

Unclassified  2 126 


Considering  that  so  far  as  students  are  concerned,  the 
School  is  practically  new,  this  seems  a promising  enrolment, 
especially  since  the  ease  of  transfer  from  the  College,  and  the 
nature  of  the  studies  pursued  by  some  of  the  Freshmen, 
makes  it  not  improbable  that  the  number  of  first-year  men 
may  prove  to  be  decidedly  larger  than  is  indicated  by  the 
registration. 

Both  the  Law  School  and  the  School  of  Business  Adminis- 
tration held  special  sessions  during  the  summer.  These  were 
well  attended,  as  may  be  seen  from  the  number  of  students 
registered. 

Law  School 


First  year  class 153 

Second  “ “ 66 

Third  “ “ 67 

Unclassified 21  307 


School  of  Business  Administration 


First  year  class  91 

Second  “ “ 14 

Unclassified 1 

Special  21  127 


After  the  brief  interval  between  the  summer  session  and 
the  opening  of  the  regular  term  at  the  end  of  September,  a 
surprising  proportion  of  these  students  returned  to  continue 
their  work.  This  is  especially  notable  in  the  case  of  the 
Business  School  where  hitherto  a large  part  of  the  men  have 


14 


THE  BUSINESS  SCHOOL 


not  carried  their  studies  beyond  the  first  year.  The  numbers 
registered  in  these  two  schools  at  present  are  as  follows: 

Law  School 


First  year  class 437 

Second  “ “ 220 

Third  “ “ 155 

Unclassified  58 

Special  1 

Graduates  8 879 

School  of  Business  Administration 

First  year  class 293 

Second  “ “ 68 

Unclassified 8 

Special  25  394 


* This  is  the  largest  registration,  and  much  the  largest  regis- 
tration in  the  first-year  class,  that  each  of  these  Schools  has 
ever  had.  Unless,  as  is  improbable,  it  is  due  almost  entirely 
to  an  arrested  accumulation  caused  by  the  war,  these  Schools 
must  be  prepared  to  instruct  on  a larger  scale  than  ever 
before;  but  that  implies  more  teachers  and  more  room.  In 
neither  case  are  instructors  of  the  quality  needed  easily  ob- 
tained, and  in  part  they  must  be  trained  in  the  School  itself. 
One  difficulty  lies  in  the  wide  opportunities,  and  large  sal- 
aries, now  offered,  both  at  the  bar  and  in  business,  to  well 
trained  young  men  of  high  promise.  For  the  Law  School  the 
question  of  more  room  could  be  solved  by  adding  to  Langdell 
Hall,  as  soon  as  possible,  the  second  wing  contemplated  in 
the  original  design.  For  the  Business  School  the  problem  is 
more  difficult.  During  the  experimental  years,  which  cer- 
tainly ought  now  to  be  regarded  as  at  an  end,  the  School  has 
occupied  such  quarters  as  could  be  spared  in  Lawrence  Hall, 
and  a couple  of  rooms,  with  a space  in  the  stack,  at  the 
Widener  Library.  The  time  has  now  come  when,  if  its  work 
is  to  be  properly  done,  it  must  have  a building  of  its  own. 

The  Medical  School  has  also  a problem  of  expansion,  not 
in  buildings,  but  in  the  equipment  and  teaching  force  needed 
to  instruct  the  number  of  men  who  apply  for  admission.  The 


THE  MEDICAL  SCHOOL 


15 


amount  of  laboratory  material  and  individual  attention  now 
devoted  to  students  of  medicine,  and  the  difficulty  of  in- 
creasing rapidly  equipment  and  instructing  staff  of  a high 
order,  has  caused  several  of  the  best  medical  schools  to  limit 
rigidly  the  number  of  students  they  will  admit.  If  these 
numbers  in  the  aggregate  supply  the  needs  of  the  community, 
well  and  good ; but  if  not,  the  people  suffer,  either  by  a lack 
of  physicians  and  surgeons,  or  by  forcing  many  practitioners 
to  study  in  inferior  schools.  In  such  a case  more  schools  of 
the  highest  grade  ought  to  be  established,  or  else  those  which 
exist  ought  to  enlarge  their  facilities.  All  universities  and 
professional  schools  are  public  instruments,  whose  existence 
is  justified  by  rendering  the  service  which  the  public  needs, 
and  one  of  the  things  the  public  cannot  forego  is  an  adequate 
supply  of  well  trained  physicians.  It  so  happened  that  the 
applications  for  admission  to  our  Medical  School  for  the  cur- 
rent year,  filed  by  qualified  candidates,  were  far  in  excess  of 
the  number  who  could  at  the  moment  be  received;  and  the 
instructing  staff  is  now  considering  whether  this  increase  is 
due  mainly  to  conditions  produced  by  the  war,  or  whether  it 
is  likely  to  be  permanent,  and  in  the  latter  case  how  the 
teaching  capacity  of  the  School  can  profitably  be  enlarged. 

Although  it  should  be  the  object  of  the  University  to  do 
the  things  it  undertakes  excellently,  rather  than  to  impair  its 
power  in  these  by  expanding  into  new  fields,  the  need  of 
another  professional  school  has  been  forced  upon  its  atten- 
tion. Teaching  in  the  public  schools  and  supervision  of 
public  education  have  become  parts  of  a great  profession,  and 
those  men  and  women  who  enter  it  ought  to  have  an  op- 
portunity for  a thorough  technical  training  in  the  art.  They 
ought  also  to  be  able  to  obtain  this  in  the  atmosphere  of  a 
university,  and  many  of  them  desire  to  do  so.  Now  in  New 
England  there  is  no  school  of  university  grade  for  teachers, 
and  many  friends  of  Harvard  have  long  felt  that  such  a school 
ought  to  be  established  here.  The  greater  part  of  the  staff 
required  is  already  present  in  the  Department  of  Education, 
but  has  hitherto  been  unable  to  develop  its  resources  to  the 
necessary  point.  In  the  spring  of  1919  the  General  Educa- 


16 


THE  SCHOOL  FOR  TEACHERS 


tion  Board,  convinced  of  the  importance  of  a school  of  this 
kind  in  New  England,  voted  to  provide  half  a million  dollars 
towards  an  endowment  fund  of  two  millions,  whereof  an- 
other half  million  was  to  be  set  aside  for  the  purpose  by  the 
University  from  its  general  funds,  — the  income  on  that  sum 
representing  the  amount  now  annually  spent  on  the  Depart- 
ment. This  left  one  million  to  be  raised.  A portion  of  it  had 
been  subscribed  directly  for  this  purpose,  when  it  was  decided 
to  make  the  raising  of  the  rest  a part  of  the  endowment  fund 
campaign.  The  complete  sum  has  now  been  obtained  and 
the  school  is  expected  to  open  its  doors  at  the  beginning  of 
the  next  academic  year.  The  fund  is,  most  appropriately,  to 
bear  the  name  of  President  Eliot. 

One  of  the  recent  additions  to  the  work  of  the  University 
and  one  which  needs  support  is  the  Press.  For  a great  many 
years  the  University  has  done  a large  part  of  its  own  printing 
for  administrative  purposes;  and  the  field  of  usefulness  of  the 
college  press  has  gradually  extended  until,  with  the  en- 
couragement and  financial  aid  of  Robert  Bacon,  it  became 
a real  university  press,  publishing  a considerable  number  of 
scholarly  books.  In  order  to  perform  this  function  ade- 
quately the  Press  requires  an  endowment,  for  its  main  object 
is  to  publish  works  of  importance  to  scholars  which  will  not 
be  taken  by  commercial  publishers  and  cannot  be  expected 
to  repay  the  cost  of  printing.  Such  a Press  is  essential  to  a 
great  university,  and  in  fact  it  is  the  complement  to  the 
Library.  The  latter  stores  knowledge  for  the  use  of  the 
scholar,  the  Press  is  the  means  of  giving  to  the  world  and 
perpetuating  what  he  has  learned  and  thought.  We  spend 
much  upon  the  Library,  and  it  would  be  wise  to  spend  more 
upon  the  Press. 

Stimulating  creative  scholarship  is  a matter  to  which  we 
ought  to  pay  more  attention,  and  we  may  well  try  to  devise 
effective  means  of  doing  it,  for  many  a professor  abundantly 
capable  of  contributing  to  the  world’s  stock  of  knowledge  is 
so  hampered  by  the  burden,  or  rather  distraction,  of  teaching 
and  administrative  work  that  he  postpones  writing  to  the 
time  that  never  comes.  In  the  humanistic  subjects,  at  least, 


STIMULATING  CREATIVE  WORK 


17 


the  difficulty  arises  not  so  much  in  what  is  commonly  called 
research,  for  the  professor  of  literature,  history,  politics, 
economics  or  philosophy  must  be  constantly  reading  and 
investigating  if  he  would  keep  abreast  of  his  subject  and 
maintain  himself  as  a good  teacher.  It  is  in  preparing  for 
formal  publication  what  he  has  acquired  that  the  strain 
comes.  Collecting  the  materials  can  be  done  at  odd  times, 
irregularly  and  in  spite  of  interruptions;  and  later  when  the 
book  has  gone  to  press  and  the  proof  sheets  come  back  thick 
and  fast  the  author  is  chained  to  his  work,  and  must  keep  up 
with  it,  whatever  else  he  may  have  to  do.  But  to  put  his  ma- 
terial into  final  shape  in  the  actual  writing  of  a book  demands 
for  most  men  much  effort,  and  a considerable  period  of  con- 
tinuous attention  — many  hours  a day  for  months  and 
sometimes  years.  This  is  the  stage  where  relief  from  the 
pressure  of  other  work  does  most  good,  and  is  most  likely  to 
ensure  definite  production  that  might  otherwise  not  be  ac- 
complished. If  the  function  of  a university  is  not  only  to 
impart,  but  also  to  create,  knowledge,  then  it  would  be  wise 
to  aid  professors  at  this  critical  period  of  production,  by  re- 
lieving them  for  a year  or  more  of  a part  of  their  teaching, 
and  perhaps  also  by  supplying  them,  if  necessary,  with  some 
expert  clerical  assistance.  In  working  out  such  a plan  cer- 
tain conditions  must,  however,  be  kept  in  mind.  The  num- 
ber of  men  who  can  in  this  way  be  helped  to  write  must  at  any 
time  be  very  limited ; the  selection  must  be  made  by  such  im- 
perfect wisdom  as  can  be  brought  to  bear;  and  however  wise 
the  choice,  those  not  selected  will  be  disappointed.  More- 
over the  funds  of  universities  are  not  limitless,  and  what  is 
spent  for  one  object  cannot  be  used  for  another.  If  depart- 
ments are  constantly  pressing  for  an  increase  in  instructors 
and  courses,  or,  indeed,  unless  they  are  willing  to  give  up 
some  courses  for  a time,  relief  from  teaching  in  order  to  help 
production  will  hardly  be  a possibility.  Teaching  and  writing 
are  both  essential  to  a university,  and  neither  of  them  should 
be  pressed  to  the  neglect  of  the  other. 

Before  1917,  a body  of  alumni,  appreciating  the  needs  of 
the  University,  proposed  to  raise  an  endowment  fund  of  ten 


18 


THE  ENDOWMENT  FUND 


million  dollars,  a design  inevitably  postponed  by  our  entering 
the  war.  After  the  armistice  the  project  was  resumed,  and 
was  made  the  more  imperative  by  the  great  rise  in  prices. 
This  has  in  effect  reduced  heavily  the  salaries  of  the  instruct- 
ing staff  by  lessening  their  purchasing  power.  Men  who  had 
been  comfortable  found  that  they  could  not  live  as  they  had 
done.  Professors  do  not  expect  to  acquire  wealth.  Their 
reward  comes  in  other  forms;  but  they  do  desire,  and  for  its 
own  interest  the  University  desires  them,  to  live  comfortably, 
in  a style  reasonably  appropriate  to  their  position  and  duties; 
to  lay  by  enough  for  illness  and  old  age;  to  provide  in  case  of 
their  death  for  those  dependent  upon  them;  and  to  give  their 
children  as  good  an  education  as  they  received  themselves. 
This  they  cannot  do  on  their  present  salaries  at  the  existing 
scale  of  prices,  and  no  one  believes  that  prices  will  fall  to  the 
old  level  for  an  indefinite  period,  if  ever.  The  cry  that  teach- 
ers are  now  underpaid  is  universal  throughout  the  land,  and 
everywhere  efforts  are  being  made  to  raise  their  salaries.  It 
cannot  be  done  by  any  large  increase  in  tuition  fees  without 
debarring  from  higher  education  many  young  men  of  small 
means.  Moreover,  tuition  fees  provide,  as  a rule,  only  a part, 
and  in  some  cases  a small  part,  of  the  cost  of  higher  education. 
In  endowed  institutions,  therefore,  salaries  can  be  raised  only 
by  increasing  the  endowment. 

Last  spring  the  Endowment  Fund  Committee  prepared  its 
plans,  and  in  order  to  provide  both  for  increased  salaries  and 
for  expansion  in  certain  highly  necessary  directions,  set  its 
mark  at  fifteen  million  dollars.  With  a view  to  giving  the 
alumni  actively  engaged  in  the  work  a more  definite  impres- 
sion of  the  actual  condition  and  needs  of  the  University, 
they  were  asked  to  attend  for  three  days  a meeting  at  Cam- 
bridge, humorously  known  as  the  “Old  Grads’  Summer 
School.”  Here  they  conferred  with  the  officers  and  professors 
of  the  various  departments  of  the  University.  The  meeting 
had  the  double  benefit  of  enabling  them  to  explain  to  others 
the  imperative  need  of  funds,  and  of  showing  them  what  the 
University  is  doing  and  striving  to  do.  Alumni  naturally 
assume  that  the  College  is  in  the  same  condition  as  when 


LOSSES  BY  DEATH 


19 


they  graduated;  whereas  in  fact  it  is  constantly  moving, 
moving  rapidly,  and  suggestions  or  criticisms  based  upon  one 
state  of  affairs  may  be  less  applicable  to  quite  a different  one. 

The  members  of  the  Endowment  Fund  Committee,  and  the 
alumni  who  have  helped  them  in  the  different  parts  of  the 
country,  worked  all  the  summer  and  autumn  with  the  great- 
est zeal,  and  at  the  moment  of  writing  have  gathered  sub- 
scriptions exceeding  eleven  millions  of  dollars,  a result  highly 
satisfactory  in  view  of  the  drain  on  the  resources  of  givers 
from  income  taxes  and  charitable  appeals  during  and  since 
the  war.  To  the  men  who  have  devoted  so  much  time  and 
effort,  and  to  those  who  have  so  generously  given,  the  Uni- 
versity owes,  and  posterity  will  ever  owe,  a deep  debt  of 
gratitude. 

Within  the  academic  year  covered  by  this  report  the 
University  has  lost  a number  of  eminent  men.  The  der  *hs  of 
Oric  Bates,  of  James  Jackson  Putnam,  and  of  Robert  Bacon, 
which  occurred  in  the  autumn  and  early  winter,  were  men- 
tioned in  the  last  annual  report.  On  January  10,  Wallace 
Clement  Sabine,  Hollis  Professor  of  Mathematics  and  Nat- 
ural Philosophy,  and  formerly  Dean  of  the  School  of  Ap- 
plied Science,  died  under  a surgical  operation.  He  had 
lessened  his  strength  by  unstinted  labor  while  working  in 
failing  health  for  the  war  in  Europe,  saying  that  he  could 
risk  his  life  in  this  work  as  others  did  in  the  field.  He  leaves 
the  memory  of  a mastei  in  physics,  an  explorer  in  acoustics, 
and  an  exalted  character.  Another  commanding  figure, 
Edward  Charles  Pickering,  Paine  Professor  of  Practical 
Astronomy  and  Director  of  the  Observatory,  died  on  Feb- 
ruary 3.  His  long  life  had  been  devoted  to  the  Observatory 
and  to  the  vast  collection  of  stellar  photographs  which  he 
made  there.  A third  was  William  Gilson  Farlow,  Professor 
of  Cryptogamic  Botany,  occupying  the  chair  he  had  himself 
founded,  and  contributing  to  its  reputation  his  own  extra- 
ordinary learning.  Two  of  our  younger  instructors  lost  their 
lives  from  influenza  developing  into  pneumonia:  — on  Jan- 
uary 24,  Gabriel  Marcus  Green,  Faculty  Instructor  in  Mathe- 
matics, a man  of  great  promise;  and  on  February  28,  Frederic 


20 


LOSSES  BY  RESIGNATIONS 


Schenk,  Tutor  in  History  and  Secretary  to  the  Committee  on 
the  Use  of  English  by  Students,  whose  peculiar  value  to  the 
College  was  growing  larger  year  by  year. 

Two  professors  on  the  retired  list  have  died  during  the 
year:  on  January  29,  Clarence  John  Blake,  Walter  Augustus 
Lecompte  Professor  of  Otology,  Emeritus , whose  teaching  as 
instructor  and  professor  in  the  Medical  School  covered  a 
period  of  forty-three  years;  and  on  May  12,  Crawford  How- 
ell Toy,  Hancock  Professor  of  Hebrew,  Emeritus,  whose  great 
learning  had  made  him  at  different  times  in  his  life  a pro- 
fessor of  Philosophy,  of  Astronomy,  of  Greek,  and  of  Oriental 
Languages. 

Four  professors,  who  have  served  the  University  long  and 
zealously,  have  retired  upon  their  pensions,  with  the  title  of 
emeritus.  They  are  Roland  Thaxter,  Professor  of  Crypto- 
gamic  Botany;  Horatio  Stevens  White,  Professor  of  German; 
Robert  Wheeler  Willson,  Professor  of  Astronomy;  and 
George  Gray  Sears,  Professor  of  Clinical  Medicine.  Dudley 
Allen  Sargent,  for  forty  years  Director  of  the  Hemenway 
Gymnasium,  has  also  retired  upon  his  pension. 

In  the  Medical  School  Dr.  Hugh  Cabot,  Clinical  Professor 
of  Genito-Urinary  Surgery,  the  devoted  leader  of  uhe  Har- 
vard Surgical  Unit  which  served  with  the  British  Army  until 
the  end  of  the  war,  has  accepted  the  chair  of  Surgery  at  the 
University  of  Michigan.  Dr.  Horace  David  Arnold  has 
resigned  as  Director  of  the  Graduate  School  of  Medicine 
after  a strenuous  labor  of  seven  years;  and  Dr.  Frank  Burr 
Mallory  has  resigned  his  position  of  Associate  Professor 
of  Pathology  after  a service  of  twenty-five  years  in  the 
department. 

Three  professors  have  left  the  University  to  undertake 
other  pursuits.  Arthur  Dehon  Hill,  Professor  of  Law,  has 
resigned  to  resume  practice  at  the  bar.  Paul  Terry  Chering- 
ton,  Professor  of  Marketing,  has  gone  to  accept  a position  as 
Secretary  of  the  National  Association  of  Wool  Manufacturer^ 
in  Boston;  and  Edwin  Francis  Gay,  Professor  of  Economics 
and  Dean  of  the  Graduate  School  of  Business  Administra- 
tion, has  resigned  to  become  Editor  of  the  New  York  Even- 


